Any programme of study must be systematically planned regardless of the mode of delivery. As a group we recognise that the end result of any programme should be the learning of our students. Hence this report will therefore critically evaluate the Animal Physiology unit (D02811) that is part of the Intermediate 2 Biology course. This report will focus primarily on the course structure and how this shapes the student experience.
As educators within a climate of globalisation it is imperative that we meet the demands and expectations of the student “customer”. It is becoming more evident that education is now within the realms of a competitive market where students can exert their right of choice and if “you do not have the product “that the customer wants they will go elsewhere (Weller, 2003). The growing diversity resulting from widening access and participation requires educators to adopt a flexible and learner-centred approach in order to remain inclusive (Mayes, 2007a).
In order to ensure a quality educational programme that meets students’ demands, it is imperative that there is continuous evaluation of the effectiveness of learning strategies and the student experience. Hence this is why the group has chosen to focus on the course structure and student experience of this blended learning approach.
1. Introduction
Any programme of study must be systematically planned regardless of the mode of delivery. As a group we recognise that the end result of any programme should be the learning of our students. Hence this report will therefore critically evaluate the Animal Physiology unit (D02811) that is part of the Intermediate 2 Biology course. This report will focus primarily on the course structure and how this shapes the student experience.
As educators within a climate of globalisation it is imperative that we meet the demands and expectations of the student “customer”. It is becoming more evident that education is now within the realms of a competitive market where students can exert their right of choice and if “you do not have the product “that the customer wants they will go elsewhere (Weller, 2003). The growing diversity resulting from widening access and participation requires educators to adopt a flexible and learner-centred approach in order to remain inclusive (Mayes, 2007a).
In order to ensure a quality educational programme that meets students’ demands, it is imperative that there is continuous evaluation of the effectiveness of learning strategies and the student experience. Hence this is why the group has chosen to focus on the course structure and student experience of this blended learning approach.